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Mild Acquired Brain Injury

Overview

Mild ABI is characterized by moderate changes in one, or all, of an individual’s level of cognitive, emotional, behavioral, or physiological functioning. These changes can take a number of forms, but will most likely include a combination of:

impaired memory

trouble expressing thoughts

a decreased tolerance for frustration

a lack of emotion

the tendency to overreact

depression

impulsiveness

difficulty solving problems

increased fatigue

poor coordination of movements

dizziness and loss of balance

frequent headaches or nausea

poor judgment

an inaccurate assessment of ability

A mild ABI can be the result of a number of causes. For example, a brain tumor, a stroke or aneurisms, seizure activity, infectious disease, a loss of oxygen to the brain, or substance abuse. However, the most common cause of ABI is a traumatic injury to the brain as a result of either a blow to the head or a violent whipping action of the neck. There is no such thing as a “typical” ABI; similar injuries may produce different effects in different people.

Educational Impacts

Functions

Educational Impact(s)

Memory

Difficulty committing information to memory; following a conversation; processing ideas through a specific modality (e.g., speaking but not writing); recalling appointments; recalling facts, such as definitions or technical terms.

Organizational Skills

Students with frontal lobe injuries may have difficulty organizing their time, breaking large tasks down into smaller parts, and deciding where to start when tackling large tasks. These students may also have difficulty if information is presented in an unstructured manner (e.g., without the use of a clear outline). These students may have difficulty following the train of thought of an instructor, completing assignments on time, or preparing for exams.

Attention/Concentration

Learning, particularly in an academic setting, requires a certain amount of attention and concentration. Individuals with difficulties maintaining attention may find it difficult to learn new material and complete exams or assignments, particularly when faced with competing stimuli, such as a noisy class or exam room.

Visual Processing

These students may have difficulty recognizing objects (even close friends and family), picking out details, or completing tasks requiring visual-spatial abilities. A decrease in executive functions: With frontal lobe damage, it is common that higher order cognitive functions, such as reasoning and judgement are affected.

Communication

If the motor functions of the brain are injured, then clear speech can be difficult to generate. However, the brain may also have difficulty transferring thoughts into speech or interpreting incoming speech, a phenomenon known as aphasia.

Fatigue

Students may find that they run out of energy part way through a long class or later in the day. Fatigue may be particularly evident when high levels of concentration are needed, such as during an exam.

Chronic Pain

This may take the form of headaches, neck or back pain, or another type of physical discomfort (e.g., nausea, ringing in the ears, dry eyes, etc…). Students may find it difficult to complete long lectures or exams. Additionally, medication given to reduce pain or prevent seizures can cloud thinking.

Poor Motor Control

Occasionally, the areas of the brain responsible for the initiation, coordination, and feedback of the body’s movements are affected by a brain injury. These changes can occur in a number of forms, including reduced motor speed, spastic or rigid movements, body tremors, reduced hand-eye coordination, or poor balance. Individuals may also experience periodic seizures that involve a temporary loss of consciousness and/or muscular convulsions.

Emotional

Individuals may find it difficult to deal with the pressure and stress inherent to academics. This is coupled with the fact that students may still be adjusting to any cognitive and physiological changes that they may have incurred. As a result, frustration, depression, and social withdrawal may compromise an individual’s ability to function as a student. There are several changes that frequently occur as a result of an ABI, including: an increase in irritability and a decrease in tolerance for frustration; symptom of depression, social withdrawal, and learned helplessness and the tendency to display excessive or inaccurate emotional responses to events.

Behavioural

Individuals may not only lack the work habits and social skills to function effectively as a student, but they may not realize when they are behaving inappropriately. They may exhibit impulsive or obsessive behaviours; make inappropriate social comments or be unable to pick up on social cues; lack initiative or have difficulty following through on tasks; or have difficulty following through on tasks; or demonstrate excessive self-serving behaviour.